Investigating the EFL Teachers’ Attitudes towards the Use of the TPRS Method to enhance the students’ Reading Skills. The Case of the First-Year Students at Oudni Aomar and Ali Mellah Secondary School.
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Date
2022
Authors
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Journal ISSN
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Publisher
Mouloud Mammeri University OF Tizi-Ouzou
Abstract
The present research investigates “The EFL Teachers’ Attitudes towards the Use of the TPRS
Method to Enhance the Students’ Reading Skills”. It is concerned with the First-Year students
and teachers in the Secondary School. The work aims to determine to what extent the TPRS
method is necessary for the teaching process. It also seeks to explore whether the EFL
teachers have positive or negative attitudes towards the use of the TPRS method in the
development of reading skills. Furthermore, the research searches to explain the effects of the
TPRS method in developing learner’ reading skills. The experimental method has been
adopted, to collect the quantitative data. Moreover, a questionnaire is conducted with
fourteen (14) Secondary School teachers and an experimental research with twenty - three
(23) First-Year students. Teaching proficiency through reading and storytelling is quite
essential to improve the EFL learners’ reading ability. It can be done successfully by means
of the basic concept of the TPRS method known as the ‘comprehensible input’. Concerning
data analysis, Qualitative Content Analysis (QCA) is used to interpret the findings researched
from classroom observation. However, because of the limited time teachers have to prepare
their students for their exams, it is not possible to use it to collect more data. Furthermore,
google form has been used to automatically analyze the data collected from the teacher’s
questionnaire. Besides, the results obtain from the pre- and post-test are interpreted in terms
of numerical data manually coded in a Microsoft Excel document in the form of percentages,
then presented in form of diagrams. The percentages are calculated by means of the Rule of
Three. The results of the questionnaire reveal that almost all the teachers have positive
opinions about the TPRS strategy as it is considered to be a useful method to help the
learners improve their skills, especially the reading one, and generally to give the opportunity
to express their own thoughts in a creative way. On the other hand, some of them have
conflicting views regarding the concept of this strategy since it focuses only on fluency and
neglects accuracy. Moreover, it does not give much attention to the grammar rules; rather it
tends to teach grammar superficially. Moreover, the results obtained from the experimental
research demonstrates that the TPRS technique has a positive impact on students’ reading
skills by developing the vocabulary performance, as the students in the experimental group
outperformed the ones in the control group in the post-test. The technique of teaching through
stories was also found to be useful in creating positive attitudes toward learning English.
Description
55p. : Ill. en coul. ; 30cm.(+CD-Rom)
Keywords
Comprehensible input, Reading, Reading Comprehension, Teachers’ attitudes, TPRS Method, Vocabulary Learning
Citation
Didactics of Foreign Languages